Abstract: The goal of the present study was to compare the conversational language skills and interactions of four children who are d/hh and who received cochlear implants (CI) prior to the age of four years with four typically hearing peers matched for age, gender, techer perceived langauge abilty and race. This exploratory, descriptive study was completed employing a quantitative design. While it is not possible to make generalizations from this study due to the limited sample size, it is interesting to note that there was no statistically significant difference for hte mean child vocalization, adult word count, or conversational turn counts between the kindergarten children using bilateral CIs and their typically hearing matched peers. The only measure for which the data indicates a statistically significant difference between the kindergarten students is for the estimated mean length of utterance for the female dyad. Overall, the results of this study indicate the two kindergarten children using CIs demonstrated language and vocabulary development commensurate with their typically hearing matched peers. It is clearly evident within the preschool dyads, that there was no statistically significant difference in either dyad for CVC or MLU. the data of this study indicates there was a statistically significant difference in AWC between the two preschool dyads. It is not possible to draw cause/effect relationships based on statistically significant differences obtained from descriptive statistics; however, a difference between the AWC of the two teachers was noted.